A group of activists in Colorado speaks out against standardized tests. Angela Engels’ article was printed in the Colorado Times Recorder.
A Message from Judy Solano, Chair, A4PEP (Advocates for Public Education Policy).
“It takes courage to speak out about the injustices in the world, especially when policy-makers funded by wealthy education reform organizations hold the power. May we all be warriors in the battle for truth.”
COLORADO TIMES RECORDER
Test-Based Accountability Is Failing Colorado’s Children
by Angela Engel May 15, 2026
As the Colorado General Assembly wraps up the 2026 session, lawmakers once again failed to confront one of the most costly and disruptive features of public education: high-stakes standardized testing.
Key legislative proposals that would have addressed the burden of high-stakes testing were defeated again. SB26-068would have reduced CMAS standardized tests to the minimum extent possible, and HB26-1291 would have reduced teacher evaluations for non-probationary teachers from annually to every three years. Both had bipartisan sponsorship and were supported by teachers, parents, and community members, but opposed by billionaire-backed education reform lobbyists.
A memorial backed by the Advocates for Public Education Policy (A4PEP), urging Congress to return authority to locally elected school boards, as provided in the eww hearing.
These decisions deserve more than a procedural explanation.
The issue of high-stakes testing is neither marginal nor new. Since the passage of No Child Left Behind in 2002, policymakers have imposed lengthy and expensive criterion-referenced standardized tests on students, then incorrectly used that data to make high-stakes decisions about teacher pay and school closures. Because test scores are most closely correlated with income, policymakers have tolerated the practice of closing schools in low-income neighborhoods at the expense of our most vulnerable students.
A 2014 study showed that Colorado’s testing requirements cost up to $78 million annually in combined state and district expenditures. Adjusting for inflation, that would equal more than $100 million today. Approximately 450,000 students spend an average of 20 hours of classroom instruction each year on these assessments — more than 9 million hours diverted away from teaching and learning.
Meanwhile, the number of students identified as at-risk has increased by 118%, more than doubling since 2000. After more than two decades, the results of this approach are clear. Achievement gaps have not closed. Teacher attrition continues to rise. Families increasingly question a system that prioritizes testing over learning, with many choosing to opt out altogether.
This is not a policy in need of minor adjustment. It is an accountability structure that has failed to deliver on its core promises — and it deserves fundamental sreplacement. And yet, it remains firmly in place. Not because the evidence is unclear, but because the accountability system itself is protected.
Standardized testing is no longer just an educational tool. It is embedded in a network of contracts, compliance requirements, testing vendors, consulting firms, and political interests backed by well-funded lobbying efforts. There are real financial and political incentives to preserve it, regardless of outcomes.
Spending more than $100 million annually on a system that continues to produce the same disparities while costing students millions of hours of learning time reinforces a governance model that rewards compliance and discourages challenge.
This climate — where profits and political interests are prioritized before children — did not emerge on its own. It has been shaped over time by a campaign finance system that rewards candidates who support policies centered on test-based school accountability.
When you see something wrong, something inhumane, don’t just say something. Do something. It’s time policymakers stop protecting harmful practices and confront the consequences of policies that continue to waste taxpayer dollars, diminish learning opportunities, and drive many of our most talented and experienced teachers from the profession. After twenty-five years, the ramifications of inaction are impossible to ignore.
Public education should not revolve around protecting systems, contracts, corporate profits, or political interests. It should revolve around children. Colorado students deserve a well-rounded education that values critical thinking, creativity, and civic engagement over excessive testing and data collection. For too long, corporate education groups and privatizers have robbed students of a meaningful education and carefree childhood. This accountability model offers the illusion of control while costing Colorado a future of empowered, well-educated leaders.
To view the planned Senate memorial, click here.
Angela Engel is a mother, educator, and facilitator. Learn more on her website, www.angelaengel.com. Don Perl, Judy Solano, Mike DeGuire, and Manuel Solano contributed to this article. https://coloradotimesrecorder.com/2026/05/test-based-accountability-is-failing-colorados-children/79032/
Diane Ravitch's blog 
Colorado is not alone in its endless pursuit of data, which also produces a product that companies can sell. In Texas my grandson, who is a high school sophomore, took the STAAR, and a MAP test in each major subject. For many years teachers created final exams that were tailored to the course curriculum, and they were considered relevant and acceptable. Now we are monetizing and testing young people to increase profit for testing companies.
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Yes! Teachers know what they taught. Teachers are being compelled to teach to the standardized test.
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Yes! Demolish it
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If these parents in CO can get it done, it would be AMAZING (esp. given their off-kilter {being nice here…but he doesn’t deserve it} guv) & example to us all that it could, indeed, be done.
Never doubt that a small group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.–Margaret Mead (o.b.m.)
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People keep calling the tests important. If the tests are important, why aren’t they required by law to be universal? There should be nooo child left behind! The children, grandchildren, and great grandchildren of every United States citizen and resident should take the test, whether concurrently in the United States or concurrently on some private island somewhere or the like, and have their school taken away if they don’t make the same level of progress from year to year as is expected of everyone and every “subgroup” else, that’s everyone who went to Harvard or Yale and became a legislator, everyone who went to MIT and became a Fortune 500 CEO, everyone who ever ran for president, and even everyone who lounges around all day, every day, in the luxury of a fortune made by a banking ancestor long ago. The tests must be good for them, if they’re good for the rest of us. Make the tests universal or get rid of them. Every student succeeds. Act! I say if they don’t keep the scores rising, the actual parents of every child must demonstrate that they are involved in supporting their child’s achievement on the test or they lose all their private tutors and nannies too and have to raise their children with assistance from the state. Maybe too far. But at least make them try taking the test. At least.
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